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Displaying results 1 to 10 of 10.

  1. International student mobility and academic performance
    does timing matter?
    Author: Granja, Cintia Denise; Visentin, Fabiana
    Published: 14 December 2021
    Publisher:  Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT), Maastricht, The Netherlands

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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: Working paper series / United Nations University, UNU-MERIT ; #2021, 049
    Subjects: Tertiary education; international student mobility; academic performance; grades; student achievement; propensity score matching; difference in differences
    Scope: 1 Online-Ressource (circa 41 Seiten), Illustrationen
  2. Instruction time and student achievement
    the moderating role of teacher qualifications
    Author: Wedel, Katharina
    Published: January 2021
    Publisher:  ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich, Germany

    Recent evidence suggests a positive effect of the quantity of instruction on student achievement. In this paper, I focus on the interaction between the quantity and the quality of instruction. Using international TIMSS data, I exploit within-student... more

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    Recent evidence suggests a positive effect of the quantity of instruction on student achievement. In this paper, I focus on the interaction between the quantity and the quality of instruction. Using international TIMSS data, I exploit within-student between-subject variation. I find that on average, an additional hour of instruction time leads to an increase of 0.03 standard deviations in students' test scores across all countries. Importantly, these effects of instruction time are significantly larger for students with better qualified teachers, resulting in an increase in test scores of 0.04 to 0.05 standard deviations. While on average, instruction time has no significant effect in developing countries, it increases test scores by 0.02 standard deviations when taught by a high-qualified teacher also in developing countries.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/229891
    Series: Ifo working papers ; 344 (2021)
    Subjects: Instruction time; student achievement; teacher qualifications; education production function; TIMSS
    Scope: 1 Online-Ressource (circa 35 Seiten), Illustrationen
  3. The effect of teacher characteristics on students' science achievement
    Author: Sancassani, Pietro
    Published: February 2021
    Publisher:  ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich, Germany

    Using data from TIMSS 2015, an international large-scale assessment of student skills, I investigate the effect of teacher characteristics on students' science achievement. My identification strategy exploits the feature that in many education... more

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    Using data from TIMSS 2015, an international large-scale assessment of student skills, I investigate the effect of teacher characteristics on students' science achievement. My identification strategy exploits the feature that in many education systems different science domains (physics, biology, chemistry, and earth science) are taught by different teachers. The availability of students' test scores as well as teachers' questionnaires for each of these domains allows me to implement a withinstudent approach which controls for unobserved student heterogeneity. I find a positive and significant effect of teacher specialization in the specific science domain on students' results, equivalent to 1.7% of a standard deviation. Holding a Master's degree, pedagogical preparation and teaching experience have no significant effect. Teachers' experience has a negative impact on the extent to which students like to study a subject or find teaching engaging.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/231544
    Series: Ifo working papers ; 348 (2021)
    Subjects: Teachers; student achievement; teacher characteristics; education production function; TIMSS
    Scope: 1 Online-Ressource (circa 39 Seiten)
  4. Effects of scaling up private school choice programs on public school students
    Author: Figlio, David N.; Hart, Cassandra M. D.; Karbownik, Krzysztof
    Published: April 2021
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students' outcomes.... more

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    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students' outcomes. Program expansion modestly benefited students (through higher standardized test scores and lower absenteeism and suspension rates) attending public schools closer to more pre-program private school options. Effects are particularly pronounced for lower-income students, but results are positive for more affluent students as well. Local and district-wide private school competition are both independently related to student outcomes.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/236373
    Series: Discussion paper series / IZA ; no. 14342
    Subjects: school choice; school competition; student achievement; behavioral outcomes
    Scope: 1 Online-Ressource (circa 70 Seiten), Illustrationen
  5. The unintended effects of the Common Core State Standards on non-targeted subjects
    Author: Arold, Benjamin W.; Shakeel, M. Danish
    Published: June 2021
    Publisher:  ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich, Germany

    From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate... more

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    From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate spillovers of the CCSS on student achievement in non-targeted subjects in models with state and year fixed effects. Using student achievement data from the NAEP, we show that the CCSS had a negative effect on student achievement in non-targeted subjects. This negative effect is largest for underprivileged students, exacerbating racial and socioeconomic student achievement gaps. Using teacher surveys, we show that the CCSS caused a reduction in instructional focus on nontargeted subjects.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/235241
    Series: Ifo working papers ; 354 (2021)
    Subjects: Common core; education standards; student achievement; education policy
    Scope: 1 Online-Ressource (circa 75 Seiten), Illustrationen
  6. Grading student behavior
    Author: Schoner, Florian; Mergele, Lukas; Zierow, Larissa
    Published: October 2021
    Publisher:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Numerous countries require teachers to assign comportment grades rating students' social and work behavior in the classroom. However, the impact of such policies on student outcomes remains unknown. We exploit the staggered introduction of... more

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    Numerous countries require teachers to assign comportment grades rating students' social and work behavior in the classroom. However, the impact of such policies on student outcomes remains unknown. We exploit the staggered introduction of comportment grading across German federal states to estimate its causal effect on students' school-to-work transitions as well as cognitive and non-cognitive abilities. Analyzing census data, household surveys, and nationwide student assessments, we show that comportment grading does not meaningfully affect these outcomes and rule out large effect sizes. Our results are consistent with these grades being insufficiently salient for students to alter actual student behaviors.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/245456
    Edition: This Version: October 2021
    Series: CESifo working paper ; no. 9275 (2021)
    Subjects: school reforms; report cards; labor market transition; student achievement
    Scope: 1 Online-Ressource (circa 36 Seiten), Illustrationen
  7. Let's stay together
    the effects of repeated student-teacher matches on academic achievement
    Author: Albornoz, Facundo; Contreras T., David; Upward, Richard
    Published: 19 August 2021
    Publisher:  Centre for Economic Policy Research, London

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    Location:
    Universitätsbibliothek Mannheim
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: Array ; DP16471
    Subjects: student-teacher matches; student achievement; looping
    Scope: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  8. Class size and learning: has India spent too much on reducing class size?
    Author: Datta, Sandip; Kingdon, Geeta Gandhi
    Published: March 2021
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper examines the efficacy of class-size reductions as a strategy to improve pupils' learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student's... more

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    This paper examines the efficacy of class-size reductions as a strategy to improve pupils' learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student's achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size increases beyond 51 pupils. The class-size effect varies by gender and by subject-stream. The fact that up to a class-size of roughly 40 in science subjects and roughly 50 in non-science subjects, there is no reduction in pupil learning as class size increases, implies that there is no learning gain from reducing class size below 40 in science and below 50 in non-science. This has important policy implications for pupil teacher ratios (PTRs) and thus for teacher appointments in India, based on considerations of cost-effectiveness. When generalised, our findings suggest that India experienced a value-subtraction from spending on reducing class-sizes, and that the US$3.6 billion it spent in 2017-18 on the salaries of 0.4 million new teachers appointed between 2010 and 2017 was wasteful spending rather than an investment in improving learning. We show that India could save US$ 19.4 billion (Rupees 1,45,000 crore in Indian currency) per annum by increasing PTR from its current 22.8 to 40, without any reduction in pupil learning.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/236261
    Series: Discussion paper series / IZA ; no. 14230
    Subjects: class size; student achievement; India
    Scope: 1 Online-Ressource (circa 37 Seiten), Illustrationen
  9. Effects of scaling up private school choice programs on public school students
    Author: Figlio, David N.; Hart, Cassandra M. D.; Karbownik, Krzysztof
    Published: May 2021
    Publisher:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students’ outcomes.... more

    Access:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 63
    Inter-library loan:
    No inter-library loan

     

    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students’ outcomes. Program expansion modestly benefited students (through higher standardized test scores and lower absenteeism and suspension rates) attending public schools closer to more pre-program private school options. Effects are particularly pronounced for lower-income students, but results are positive for more affluent students as well. Local and district-wide private school competition are both independently related to student outcomes.

     
    Export to reference management software   RIS file
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/235426
    Series: CESifo working paper ; no. 9056 (2021)
    Subjects: school choice; school competition; externalities; student achievement; behavioural outcomes
    Scope: 1 Online-Ressource (circa 70 Seiten), Illustrationen
  10. The effects of centralisation of school governance and funding on inequalities in education lessons from a policy reform in Hungary
    Author: Zoltán, Hermann; Semjén, András
    Published: 2021
    Publisher:  Institute of Economics, Centre for Economic and Regional Studies, Budapest

    In 2013 the responsibility for school governance and funding has been transferred from local governments to a central government agency in Hungary. The key objectives of this reform, as stated by policy makers, was to mitigate interjurisdictional... more

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    In 2013 the responsibility for school governance and funding has been transferred from local governments to a central government agency in Hungary. The key objectives of this reform, as stated by policy makers, was to mitigate interjurisdictional inequalities in education. This paper explores whether the reform had an equalizing effect on education resources on the one hand, and student achievement on the other. First, we estimate elasticities of per-student school expenditures to average income in municipalities. The results reveal a substantial equalization of school resources: before the reform rich municipalities had spent significantly more on education than poor ones, while after the reform no difference in school spending can be detected. Second, we ask whether the equalization of resources had an effect on inequalities in student achievement. Student achievement is measured by test score in grade 6 and grade 8. The results show no equalization in this respect, suggesting that inequalities in school quality were hardly affected by the reform.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/256909
    Series: KRTK KTI working papers ; KRTK KTI WP - 2021, 38 (October, 2021)
    Subjects: centralisation; school governance; school finance; public management reform; inequality; student achievement
    Scope: 1 Online-Ressource (circa 33 Seiten), Illustrationen